File Download
Supplementary
-
Citations:
- Appears in Collections:
undergraduate thesis: Understanding the roles of theory of mind and executive function in reading comprehension among Chinese children with autism spectrum disorders
Title | Understanding the roles of theory of mind and executive function in reading comprehension among Chinese children with autism spectrum disorders |
---|---|
Authors | |
Issue Date | 2017 |
Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
Citation | Chan, W. K. [陳慧心]. (2017). Understanding the roles of theory of mind and executive function in reading comprehension among Chinese children with autism spectrum disorders. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. |
Abstract | The present study explored the profile of theory of mind (ToM), executive function (EF), and
pragmatic comprehension, and examined how they contributed to the hyperlexia profile of
Chinese school-aged children with autism spectrum disorders (ASD). 36 children with ASD
and 36 typically developing (TD) controls aged 8 to 10 were tested on non-verbal
intelligence, working memory, verbal ability, pragmatic comprehension, ToM, EF, word
reading and reading comprehension. Children with ASD have more difficulties with
advanced ToM, specific EF components (i.e. inhibition and planning), answering and
explaining their answers of pragmatically complex questions. Furthermore, ToM skills are
unique predictors to reading comprehension in ASD children, while shifting is a common
predictor to reading comprehension in both groups. Additionally, only ToM and pragmatic
comprehension are indicators that distinguished children with ASD from TD controls. These
findings imply a new reading framework for children with ASD by highlighting the role of
ToM skills and shifting ability in reading comprehension. Finally, these findings shed light
on the incorporation of ToM and pragmatic comprehension in diagnosis of ASD in school-aged
children.
|
Degree | Bachelor of Science in Speech and Hearing Sciences |
Subject | Philosophy of mind in children Executive functions (Neuropsychology) Reading comprehension Children with autism spectrum disorders |
Dept/Program | Speech and Hearing Sciences |
Persistent Identifier | http://hdl.handle.net/10722/272656 |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Chan, Wai-sum, Kardia | - |
dc.contributor.author | 陳慧心 | - |
dc.date.accessioned | 2019-08-01T13:51:56Z | - |
dc.date.available | 2019-08-01T13:51:56Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | Chan, W. K. [陳慧心]. (2017). Understanding the roles of theory of mind and executive function in reading comprehension among Chinese children with autism spectrum disorders. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. | - |
dc.identifier.uri | http://hdl.handle.net/10722/272656 | - |
dc.description.abstract | The present study explored the profile of theory of mind (ToM), executive function (EF), and pragmatic comprehension, and examined how they contributed to the hyperlexia profile of Chinese school-aged children with autism spectrum disorders (ASD). 36 children with ASD and 36 typically developing (TD) controls aged 8 to 10 were tested on non-verbal intelligence, working memory, verbal ability, pragmatic comprehension, ToM, EF, word reading and reading comprehension. Children with ASD have more difficulties with advanced ToM, specific EF components (i.e. inhibition and planning), answering and explaining their answers of pragmatically complex questions. Furthermore, ToM skills are unique predictors to reading comprehension in ASD children, while shifting is a common predictor to reading comprehension in both groups. Additionally, only ToM and pragmatic comprehension are indicators that distinguished children with ASD from TD controls. These findings imply a new reading framework for children with ASD by highlighting the role of ToM skills and shifting ability in reading comprehension. Finally, these findings shed light on the incorporation of ToM and pragmatic comprehension in diagnosis of ASD in school-aged children. | - |
dc.language | eng | - |
dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject.lcsh | Philosophy of mind in children | - |
dc.subject.lcsh | Executive functions (Neuropsychology) | - |
dc.subject.lcsh | Reading comprehension | - |
dc.subject.lcsh | Children with autism spectrum disorders | - |
dc.title | Understanding the roles of theory of mind and executive function in reading comprehension among Chinese children with autism spectrum disorders | - |
dc.type | UG_Thesis | - |
dc.description.thesisname | Bachelor of Science in Speech and Hearing Sciences | - |
dc.description.thesislevel | Bachelor | - |
dc.description.thesisdiscipline | Speech and Hearing Sciences | - |
dc.description.nature | published_or_final_version | - |
dc.date.hkucongregation | 2017 | - |
dc.identifier.mmsid | 991044112774903414 | - |